Abstract
Often reworking existing digital materials, twenty-first century writers are increasingly collaborative and multimodal composers. This article explores how teachers of Freshman Year Composition can use the image based social media site Pinterest to harness students' digital curation and collaboration skills and promote critical thinking in the writing classroom. Castro-Lewandowski examines Pinterest's unique affordances and offers a case study of how two of her writing students built their critical thinking skills in a Pinterest-based assignment.
